Transition Program/Elizabeth High School
Elizabeth, New Jersey
Contact
Iris Slomovitz
Transition Facilitator
Elizabeth School District
Aboff House
699 South Street
Elizabeth, New Jersey 07202
Phone: 908-558-3440 ext. 3445
Fax: 908-355-0234
Mission
The overall goal of the Transition Program is to help students develop the skills and knowledge to ensure a smooth transition through school and beyond. Out aim is also to increase the students’ understanding of their disabilities and gain an awareness of their rights. The program’s focus is on developing the "life skills" that will enable students to participate fully in adult life. Ultimately, we strive to empower young people to transition from school to adult life as responsible, contributing citizens by maximizing employment potential, independence, and integration into the community.
Organization
Organization Type: Education Agency - Local ; School
Geographical Area: Urban area
Primary Setting: High School - Self-contained class in public school
Funding: External funding source - IDEA
Consumers
Target Population: Postsecondary education students With disabilities; Secondary education students with disabilities; Parents
Disability Areas: Mental retardation (Mild), Severe emotional disturbance/emotional disability/behavior disorder, Specific learning disability, All disabilities
NTA Framework Categories
Description
The Transition Program procedure for the transition plan IEP component for students varies by the students’ year in school. The transition sharing seminar for ninth graders includes in-district special needs students participating in four transition sharing seminars. The purpose of this activity is to begin the transition process. The goals for this age group and activity include understanding the components of the transition process and transition planning; becoming familiar with the role of the Child Study Team and the classification procedure; identifying personal learning disability, learning style, and a variety of compensatory techniques; developing an awareness of what is meant by self-advocacy; and becoming familiar with techniques for enhancement of self-esteem.
The transition sharing seminar for tenth graders requires students to participate in four to six transition sharing seminars. The goals of these seminars include reviewing the components of the transition process and transition planning; developing an understanding of federal and state statues that defined the rights and responsibilities of students with disabilities; identifying and exploring a variety of career possibilities in accordance with personal interests; preferences, and abilities; acquiring the skills to be an active participant in the IEP process and meeting; becoming a self-advocate; and developing skills regarding time management, listening, test-taking strategies and library use.
Students in their junior year meet weekly in groups to continue the transition process. The goals of this activity include assisting students in making realistic choices regarding their future through career exploration; providing students with information and basic skills to assist them in job searching; determining interest in potential careers; completing the Student Needs and Profession Survey for the purpose of developed and undated post-secondary education goal, employment goal, community living readiness goal, assistive technology plan, and use of leisure time plan; continuing to develop a support network for success in school; continuing to develop specific strategies to compensate for learning differences; developing a resume; completing a job application; formulating a post high school plan; gaining work experience; and accepting responsibility for identifying interests and values.
Students in their senior year along with parents, appropriate agencies, a case manager, guidance counselor, appropriate teacher(s), and a transition facilitator participated in their IEP Transition Meeting as early in the year as possible in order to facilitate the transition process. Students meet weekly with the Transition Facilitator in groups or individually to assist the process. The goals for this age group included discovering the characteristics of careers for which he/she is best suited, knowing and having specific information regarding the learning disability, knowing how the disability affects learning and how it may impact upon future career choices, meeting with Guidance Counselor and Case Manager to determine necessary credits for graduation, reviewing and updating resumes, completing applications for post-secondary placements, updating Student Needs and Preferences Survey, and gaining paid work experience.
Evidence of Success
Success Story
C.M. is a 19-year old Hispanic female who graduated in June 1998. She grew up in Elizabeth and attended the public schools. At an early age, she was diagnosed with mild CP and learning disabilities. She was placed in a special education program throughout her school years.
While in high school, she became involved in the Transition Program and met regularly with the Transition Facilitator in group setting and individual meetings. C.M. began to express interest in cosmetology; however, due to her difficulty with reading she would be unable to handle the material for the program.
During her senior year, she gained work experience through a work-study program that enabled her to work two hours a day, five days a week. Her placement was in a school run daycare center. She enjoyed working with young children; however, her interests truly were still in the area of cosmetology.
We discussed various other areas related to cosmetology and came up with the idea of studying to become a manicurist. This seemed to interest C.M. and when a referral was made to the Division of Vocational Rehabilitation Services, this information was given to the counselor. Her counselor was sent all of her records and determined her aptitude and ability. Through several phone conversations, I was able to update him on other valuable information as well.
DVRS developed a plan for C.M., which included her attending a private vocational school in the county. Her program was manicuring and she completed the program in a few months. Her performance was above average and she is currently awaiting the State Licensing Exam. Due to her learning disability, she will be able to have a reader with her for the exam. She is anxiously waiting to receive her license and seek employment as a licensed manicurist.